Define the term miracle Essay Example

Define the term miracle Essay The term miracle can be defined in many different ways. The Concise Oxford Dictionary defines a miracle as a marvellous event due to some supposed supernatural agency; remarkable occurrence; remarkable specimen (of ingenuity, impudence, etc); however the Concise Oxford Dictionary of Christian Church definition of a miracle is, a miracle, according to the traditional view, is a sensible fact produced by a special intervention of God, transcending the normal order of things, usually termed the force of Nature. People define the word miracle in many different ways. Some people believe nature itself and the world God created is full of miracles. Inventions and developments in the world and science that may once have seemed impossible can be thought of as miracles. Some believe a miracle is an event where Gods work becomes clearly seen in a mysterious way, such as an amazing coincidence, healing or an answered prayer. It is a direct intervention by God breaking his own laws of nature (like a dead person coming alive again or an unaccountable healing). They believe miracles are signs that God is at work and cares about the world he created. Other people believe miracles are impossible; a coincidence might be taken religiously as a sign and called a miracle, and some people might say a miracle has happened when it is just their wishes coming true by chance. They might be lying or fooling themselves and although many people pray for miracles they hardly ever seem to happen. We will write a custom essay sample on Define the term miracle specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Define the term miracle specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Define the term miracle specifically for you FOR ONLY $16.38 $13.9/page Hire Writer ii) Describe how Jesus was presented as a worker of miracles giving examples from Lukes gospel. The miracles Jesus performed in his life fall in to four groups: physical healings, raising to life miracles, exorcisms and nature miracles. Physical healings including blindness, deafness and dumbness; they show Jesus power over physical illness. When Jesus healed the sick he showed the love of God reaching to people who were suffering. Raising to life miracles, such as the raising to life of Jairus daughter (Luke 8:41-42, 49-56) show Jesus power over death. Jesus showed how the power of God was stronger than death and nothing could stand in Gods way. Exorcisms, when Jesus cast out demons such as the man with demons at Gadara (Luke 8:27-35); they showed Jesus power over evil spirits. Jesus showed that the Kingdom of God was stronger than the Kingdom of Satan, and Satan was being defeated. Nature miracles such as Jesus calming the storm (Luke 8:22-25), which showed Jesus power over nature. Jesus showed Gods power breaking into the world and how God could do things for his people that were unexpected and seemed impossible. Luke believed that Jesus came to offer salvation and freedom. The miracles were signs of Gods salvation and showed that God loved his world and was saving the lost and the outcasts. Although Jesus performed miracles for people to show his power and authority as the Son of God and as Messiah, he never performed miracles to help himself, show off, or force people to believe in him; he performed miracles for many different reasons. He showed that he cared about people and wanted them to be whole in mind, body and spirit and he responded to faith or appeal and helped people in need. Jesus performed miracles to show people his teaching in practise and taught people how they should live their lives by performing symbolic miracles. For example, he taught people not to be prejudiced against anyone by performing miracles for all different types of people. He performed miracles for Jews, Gentiles, men, women and children, showing universalism, that he had come for all people. Jesus also performed miracles to show people that he was the Jewish Messiah promised to the people of Israel by God. In Jewish scriptures it said how God would make the Messiah able to heal, making blind people see, the lame walk and making sick people well again. When Jesus did those things it gave evidence that he was the Messiah. Jesus performed miracles by touch, for example the woman with the haemorrhage (Luke 8:43-48). He performed them by his words, such as when the paralyzed man was healed (Luke 5:18-25). He also performed them at a distance, for example, the Centurions servant (Luke 7:1-10). This shows people that Jesus does not physically have to be with the person who is ill to heal them, giving hope to people who are ill today now that Jesus is no longer physically on the earth. One of Jesus miracles was when he calmed the storm (Luke 8:22-25). The story of Jesus power over nature shows some important things about Jesus. It shows he was powerful as the storm calmed when Jesus told it to; he was also mysterious and his disciples were amazed and afraid at what Jesus had done, it showed he was more than just a teacher and prophet. Jesus responded to people when he performed the miracle, he calmed the storm because his disciples had asked him to and it was not his idea. He had faith because he had no doubt that the storm would die down when he told it to, the same faith that he wanted his disciples to have. He was setting an example. In the miracle when Jesus heals the Centurions servant (Luke 7:1-10) he shows how he responds to faith. The Centurion, a Roman and a Gentile, shows great faith in Jesus because he believes Jesus can heal his servant from a distance and not have to come into his house. Jesus is impressed at his great faith and heals the servant without entering the house. In Jesus feeds the 5000 (Luke 9:12-17) he shows his power over nature. The miracle shows Jesus cares about his followers and their needs and is generous. The disciples dont believe he will be able to feed 5000 people with just five loaves and two fish. The miracle Jesus performs by feeding everyone helps people to believe he is the messiah and shows his power and that he is the son of God. Jesus raises Jairus daughter from the dead (Luke 8-40, 49-56). This shows Jesus power over death and his acts of love, as he wanted to help Jairus and give him back his daughter. Jairus was a Jewish leader and an elder of the synagogue, so it must have taken courage to come forward and ask for help from Jesus because many other Jewish leaders were against Jesus. The miracle shows that Jesus responds to courage. The miracles that Jesus performed show his love for others and how he wanted to help people and show them how they should live their lives. He responded to faith and courage and would always help people that had faith in him and God. b) Discuss the meaning of healing miracles with reference to present day belief and Christian life. The miracle stories in the Bible are important to Christians today. They help Christians to have faith in God and Jesus. Whether they believe the miracles actually happened or are just symbolic, Christians today can learn from the miracles Jesus performed. The miracle Jesus and the woman with the haemorrhage (Luke 8:43-48) shows Jesus power over illness. Jesus rewards faith and the woman shows great faith by just touching him. It also shows that Jesus reaches out to outcasts; the woman was considered an outcast from society because according to Jewish law, the womans bleeding meant that she could not join in the Jewish religious ceremonies. This teaches Christians today about the faith they should have, and teaches them to follow Jesus example and help outcasts. In the miracle Jesus and the paralysed man (Luke 5:18-25), the four friends show great faith and friendship. They make an opening in the roof above Jesus and lower their friend in front of him. They are not interested in themselves, only in helping their friend. This can teach Christians today the power of faith and friendship. Jesus tells the man that his sins are forgiven. This teaches Christians today that spiritual healing is just as important as physical healing and that God is forgiving. The miracle Jesus heals the leper (Luke 5:12-13) shows how Jesus pities outcasts and rewards faith. The leper was an outcast as he was considered unclean and had to live outside the town, leprosy was regarded by society as a sign of Gods displeasure. The leper had faith that Jesus had the power to heal him but was unsure if Jesus would be willing to do it. Today some Christians see God as being able to help them but for some reason, not willing to. This miracle can help Christians today to have faith. The miracles Jesus performed in the Bible help to inform Christian belief about how Jesus was the Son of God and the Messiah. They can help people to have faith in the power of the Holy Spirit and the Kingdom of God. Some churches run healing services today. Many people believe that healing services can help people physically and mentally. They believe that God has given certain people the gift of being able to heal others. Other people, however, believe only God can heal and people that claim to be able to heal are only taking advantage of desperate, gullible people. Jesus did not physically heal everyone but gave inner strength to many. Christians today are more concerned with spiritual health, although they also pray for the healing of sickness and physical pain. An example of this can be seen in the visitors to the Marian shrine of Lourdes. Lourdes pilgrims are often sick and there have been claims of physical healing there but most people go there to receive inspiration and spiritual health through prayer and worship. People make pilgrimages to Lourdes because in 1858, the Virgin Mary is said to have appeared there to a peasant girl named Bernadette Soubirous and the water is believed to have healing properties. An example of a healing at Lourdes is Joseph Charpentier, fifty-nine, who had been wheelchair bound for nineteen years when he came to the grotto to pray for a cure. During the healing service he was anointed with oil and ten minutes later was able to stand for the first time. To quote his words I felt a great warmth rise from my feet to my heart. Twenty-eight year old Là ¯Ã‚ ¿Ã‚ ½o Schwager, of Fribourg (Switzerland) had multiple sclerosis for five years. He came to Lourdes in April 1952, with the Pilgrimage from Fribourg. During the Blessed Sacrament Procession he realized that all his symptoms had vanished. His ability to stand, walk, speak, see and eat, all came back in an instant when the sick were being blessed. Marie Bigot, thirty-one, suffered from blindness, deafness and hemiplegia. For the first time she went to Lourdes in October 1952 with the Rosary Pilgrimage. No improvement followed, despite her hopefulness. In October 1953, she went to Lourdes again. There she recovered the ability to walk. The next year, on the 8th October 1954, she recovered her hearing at the end of the Procession, and on the train her vision returned to normal. Many people believe that the healings at Lourdes are miraculous and God is working his powers through a sacred place. Other people believe it is the shock of going to Lourdes that mentally heals people and helps them to have faith in God and themselves. c) Healing miracles do not happen today. Do you agree? Give reasons to support your answer and show that you have thought about different points of view. You must refer to Christianity in your answer. There are many different views on whether healing miracles happen today or not. Some Christians believe that miracles dont happen anymore because Jesus is no longer around to perform miracles. But others believe that Jesus can still work miracles even though he isnt on the earth. They believe that God has not changed and still cares about the world he created and that he will still sometimes respond to prayers for healing, and bring about a cure in an incurable condition. Some people believe you just have to have faith in God for miracles to happen. Now there is more scientific and medical discovery so people often find it harder to believe in miracles as many of them can be explained by science and medicine. Some people believe that miracles are not miracles but just events seen outside of science yet are in science although unexplainable. They believe miracles are just normal events that most never see, only because they are rare and are thought of as miracles just because people can not understand then. However, some Christians think that if we believe that every time science explains an event that it is no longer a miracle, we are losing all faith in God. Twenty year old Malot Clementine was presented with a case of tuberculosis in 1892. In desperation, she decided to go to Lourdes in 1898 with the National Pilgrimage. After going to the baths she felt a marked improvement in her health and by 21st August 1899 a cure was confirmed for certain. This was declared as miraculous. This account could be thought of as miraculous or it could just be a coincidence. Some Christians would say that because of Malot Clementines faith in God, by making a pilgrimage to Lourdes, she was rewarded by being healed. Others would say that her faith in Lourdes and believing that she would be healed was what actually healed her. On the 16th April 1962, Micheli Vittorio, a soldier in the Alpine Corps, was admitted into a hospital in Verona for the diagnosis and treatment of an obscure condition of his left hip. After various tests he was diagnosed with a malignant tumor on 4th. June. His case deteriorated, with total destruction of his hip joint, but he still undertook a pilgrimage to Lourdes in June 1963. During the pilgrimage, nothing notable happened, except that he bathed, encased from pelvis to foot in a plaster cast. On his return he appeared to be in better shape. Six months after the pilgrimage he was in excellent health, had no pain, he could walk and his hip somehow seemed to have reconstructed. This miracle seems remarkable and many people would think it was God and the Holy Spirit at work, rewarding his faith. Even though he could barely walk, he still made the pilgrimage to Lourdes because he believed it would heal him. Other people may not find the account completely believable, as it seems impossible that his hip joint could have been miraculously reconstructed. Some people might think it is possible that his case gradually got better and his pilgrimage to Lourdes was nothing to do with it. People have many different opinions on whether miracles happen today. I believe miracles can happen today if God wants it that way but a lot of things that are labeled as miraculous may just be coincidences. For some people, having faith in God and miracles can help them get well and have faith in themselves.

The importance of the multi-disciplinary team (MDT) and how they work with the client to promote independence

The importance of the multi-disciplinary team (MDT) and how they work with the client to promote independence Free Online Research Papers For this reflection I will be using the Gibbs reflective cycle (1988) to demonstrate how members of the multi-disciplinary team worked together to achieve a positive client outcome. I will use the Gibbs model which incorporates the following: description, feelings, evaluation, analysis, conclusion and action plan (Gibbs 1988). This model facilitates critical thoughts, linking theory to practice and allows my personal feelings and opinions to be reflected upon. This reflection will discuss the importance of the multi-disciplinary team (MDT) and how they work with the client to promote independence. The MDT within the mental health environment generally comprised of psychiatrist, clinical psychologists, nurses, occupational therapists and social workers, but other therapists such as family therapists, psychotherapists, dietician and counsellors mat also become involved in the care of the client (Perkins Repper 1998). Multidisciplinary involvement is important within mental health nursing as people with mental health problems have multiple needs, so a variety of expertise is required to meet the needs of these people (Darby et al 1999). Ovretveit, (1993) defined the MDT as a group of practitioners with a wide variety of professional training who regularly meet to provide a service to clients. Throughout this reflection, the clients name and clinical setting will not be disclosed as this would breach confidentiality (NMC 2004). For this reason the client will be referred to as ‘Martin’. The first stage of Gibbs (1988) model of reflection requires a description of events. Martin is a 45 year old male, who is currently at a mental health rehabilitation unit as he suffers from paranoia schizophrenia. Paranoia results in episodes of delusions which can be accompanied by hallucinations, perception disturbances and auditory variety (BBC 2006). Schizophrenia is a psychiatric diagnosis that describes a mental disorder characterized by expressions of reality or by impairments in perceptions (BBC 2006). Martin was brought into the rehabilitation unit as he suffered from chronic delusions, which caused him to behave irrationally and destructive. Before he was admitted into hospital, he was causing danger to himself and others by setting objects on fire and was very paranoid about objects in the kitchen. He felt that the instruments in the kitchen were dangerous and always commented on the cooker and oven being broken. This resulted in him being unable to prepare himself food and eating fast food meals everyday. After spending 2 weeks in a mental health hospital he was transferred to a rehabilitation unit, which he had currently been in for a month. The MDT had to work together so Martin was able to overcome his fear of the kitchen and able him to become independent. I had the opportunity to observe a MDT meeting and participated in the discussion about Martin. Throughout Martin’s time in the rehabilitation unit, many of the MDT members individually spent time with him. The consultant discussed with him any medical problems Martin may be having and gave Martin a description of the medication he had been prescribed and why it was essential they were taken (Kirby et al .2004) The psychiatrist discussed with him how he was dealing with the paranoia schizophrenia and gave Martin a better overlook of his overall life and what he would be able to achieve if he focused on trying to prepare meals. The psychiatrist allowed Martin to discuss his feelings openly and concentrated on whether his perception of cooking had changed over the month he had been in the rehabilitation unit. The occupational therapist also worked with Martin. The main role of the occupational therapist is helping individuals with everyday tasks to promote and maintain their independence and reduce the risk of relapse (Burke 2006). The occupation therapist guided and supervised Martin with his cooking which also gave them a chance to bond and communicate, while preparing their meals (Taylor et al 2001). The dietician was also notified about Martins lack of ability to prepare food. The dietician explained the risk of poor nutrition and what affects it could have on Martin. The social workers main duty was to help Martin cope with the environmental aspect of his life, by giving him and his family information about the ways to support him while in rehabilitation and when he returns home. The social worker also advised Martin to attend cooking groups so he could gain confidence in cooking. The social workers also encouraged Martin to join more social events/groups which would encourage social integration (Thompson 2006). I am now going to enter into the second stage of Gibbs (1988) model of reflection, which is a discussion about my thoughts and feelings.I felt very comfortable and accepted within the MDT meeting. The atmosphere was friendly and relaxed and the MDT discussed Martin’s progress. I felt quite nervous in contributing to the MDT discussion but felt as though I was Martins advocate and was speaking out on his behalf, as I had gained a strong bond with him. The MDT listened to my opinions and asked further questions on how I felt he was progressing. The MDT communicated well with each other and had Martin’s best interest in mind at all times. The discussions about Martin were held until the best outcome was achieved for him. This demonstrated the benefits and importance of communication within a team and how all contributions within meetings should be valued (Perkins Repper 1998). I found it extremely interesting to see a MDT in action and witness the teamwork between differe nt disciplines. Evaluation is the third stage of the Gibbs (1988) model of reflection and gives an account of the importance of MDT. There are many positive aspects of this particular MDT as they all worked well together as a team with the same goal in mind. The team discussed the different options available and all the problems that may arise. The MDT have to consider the current state of a client and if the change in lifestyle would benefit him in the long-term. The advantage of a multidisciplinary team approach is that all professionals work together by collecting the facts and by bringing information together, to obtain a complete view of the possible problems of each individual patient. In doing this they are able to make sure that the appropriate range of treatment is given (Onyett 2003).The MDT can have a large impact on the client’s life and can change their long-term way of living. Although, one of the major disadvantages of the MDT is that they work individually, therefore there can be a lack of direction, unclear goals and poor leader ship (Darby et al 1999) if effective communication between the team is not achieved. This could affect the care Martin given and postpone his discharge from the rehabilitation unit. Essential communication is vital in MDT as it allows the team to gain an understanding of how the client is coping and if the transfer from the mental health hospital to the rehabilitation unit benefited him. Stage four of Gibbs(1988) is an analysis of the event. If I had not given my opinion on Martin’s care, he may not have benefited from the MDT as much as he did. Contributing in Martins care meant that I was able to inform the other members of the MDT about his progress. I felt I did this well as I gave a description of his emotional state and how he was progressing with preparing food in the kitchen. The MDT appreciated me speaking about Martin, as they were able to identify new targets for him to achieve, so he would constantly be working towards reaching independence. In conclusion, stage five of the Gibbs (1988) models, it is clear to see from the MDT meeting that effective leadership and good communication between members of the team is vital to ensure there is a clear understanding of Martin’s outcomes (Taylor 2001). The MDT has to be equipped with all the information to overcome Martin’s individual problems (Taylor 2001). The team working together forms the basis of mental health nursing and can influence the success or failure of the care and treatment that Martin may receive (Kirby 2004). The MDT has the potential to achieve positive outcomes for Martin, and give him the opportunity to reach independence. The final stage of Gibbs (1988) model is the action plan. If I found myself in this type of situation again, I would be more confident in discussing about the clients and their needs thus participating more within the MDT meeting. I have learnt from this situation that good teamwork and communication between each other is vital (Taylor 2001). I have gained a better understanding of the multidisciplinary team, and how the outcomes of these meetings can affect Martin and his family’s quality of life, which will help me to think very carefully about the decisions I make concerning client care in the future. References BBC ,2006, Schizophrenia, BBC news, Available from:[Online]: http://news.bbc.co.uk/go/pr/fr/-/hi/health/medical_notes/1079451.stm [Accessed: 20th August 06] Burke.L, 2006, Occupational therapists, [Online] Accessed from: occupationaltherapists.com/ [Accessed: 2nd September 06] Darby, S. Marr, J. Crump, A Scurfield, M (1999) Older People, Nursing Mental Health. Oxford: Buterworth-Heinemann. Gibbs.G 1988, Learning by doing. A guide to teaching and learning methods, oxford polytechnic, Oxford Kirby.S, Hart.D,Cross.D,Mitchell.G, 2004, Mental health nursing: Competencies for practice, Palgrave, Hampshire NursingMidwifery Council, 2004, NMC Code Of Professional Practice: Standards for conduct, performance and ethics, United Kingdom Onyett, S. (2003) Teamworking in Mental Health. Bristol: Palgrave Macmillan. Ovretveit, J. (1993) Co-ordinating Community Care: multidisciplinary teams and care management. Buckingham. Open University Press. Perkins, R. Repper, J. (1998) Dilemmas in Community Mental Health. Oxon: Radcliff Medical Press Ltd. Taylor.C, Lilis.C, Lemone.P, 2001, Fundamentals of nursing: the art and science of nursing care, 4th edn, Lippincott, Philadelphia Thompson.N, 2006 , Anti-discriminatory practice 4nd edn. Palgrave Macmillan, Basingstoke Research Papers on The importance of the multi-disciplinary team (MDT) and how they work with the client to promote independenceThe Project Managment Office SystemThree Concepts of PsychodynamicAssess the importance of Nationalism 1815-1850 EuropeInfluences of Socio-Economic Status of Married MalesTrailblazing by Eric AndersonResearch Process Part OneRelationship between Media Coverage and Social andMarketing of Lifeboy Soap A Unilever ProductEffects of Television Violence on ChildrenIncorporating Risk and Uncertainty Factor in Capital

ExxonMobil - Future potential Essay Example | Topics and Well Written Essays - 3000 words

ExxonMobil - Future potential - Essay Example 7 3.1 Strengths of ExxonMobil †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 7 3.2 Weaknesses of ExxonMobil †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 8 3.3 Opportunities for ExxonMobil †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 8 3.4 Threats to ExxonMobil †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 9 4.0 Porter’s Five Forces Analysis of ExxonMobil †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 10 4.1 Threat of New Entrants †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 10 4.2 Threats from Rivals †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 10 4.3 Supplier Power †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 10 4.4 Buyer Power †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 11 4.5 Threat of Substitutes †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 11 5.0 Conclusion †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 12 References †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 13 Executive Summary There is no doubt pertaining to the fact that ExxonMobil happens to be the biggest publicly traded company in the world that deals in oil and natural gas. The recommendations extended in this report directly ensue from varied facts and factors like the number one position of ExxonMobil in the oil and natural gas sector, the immense growth potential of ExxonMobil and the steps being taken by the company to extend its business all around the world. So far as its financial position is concerned, ExxonMobil is suitably positioned and has the capacity to benefit from the fluctuating oil and natural gas prices. So as to be able to have an insight into the future potential of the ExxonMobil, the report intends to analyze ExxonMobil’s business operations and the overall business environment in which the company operates. The report holds that Exxon Mobil has an immense growth potential in the future. This conclusion ensues forth from varied facts. Over the years ExxonMobil has managed to retain a robust financial position and standing in the oil and natural gas sector. Besides, ExxonMobil is proactively expanding its activities at an international level and is making immense investments in the oil and natural gas sector. These advantages enjoyed by ExxonMobil are much augmented by the fact that the demand for oil and natural gas is continually increasing all around the world. In the light of these facts, the prospects of ExxonMobil seem to be propitious in the future. 1.0 Introduction In order to have an insight into the future potential of ExxonMobil, it will be useful to consider its past track record and history. In the past 125 years, ExxonMobil has successfully graduated from being the largest marketer of kerosene within the United States of America to being the largest publically traded company that deals in oil and natu ral gas (ExxonMobil 2012). In the present context, ExxonMobil is operating in many of the nations and is known word over by the dint of its famous brands like Mobil, Exxon and Esso (ExxonMobil 2012). It goes without saying that the contemporary world economies are largely dependent on energy and the energy needs of the world are immensely expanding with time. The products made by ExxonMobil facilitate transportation, have a usage in the petrochemical and lubricants industry and power generation.

Corporate Income Taxes - Reorganizations and Consolidated Tax Returns Research Paper

Corporate Income Taxes - Reorganizations and Consolidated Tax Returns - Research Paper Example One disadvantage of this type of reorganization is the dealing with dissenting shareholders if the laws in place require a consent to the deal by majority shareholders of the acquiring and acquired corporations. Some of these dissenting shareholders are difficult to deal with. Moreover, the law requires that all liabilities of the target company be assumed by the acquiring one (Ginsburg, 2012). Type B reorganizations have the advantage of isolating the liabilities of the target in a subsidiary. As such, these commitments do not affect the principal acquiring corporation. Moreover, the assets and contracts that are deemed non-transferrable are not lost in the reorganization. Type B reorganizations are simple and easy to carry out. They involve no losses or gains by either the shareholders or the corporations involved. These reorganizations have the disadvantage that only the voting stock can be used as consideration by the acquiring company. Another disadvantage of the same is the fact that the minority shareholders of the target can bring problems to the acquiring company and its operations. Thus, for the acquiring company to be safe, it has to acquire 100% of the target company’s stock. The type C reorganizations have the characteristic of one company acquiring all the assets of the target. It exchanges these assets for its voting stock, as well as a limited collection of some of its other property. One of the advantages of this reorganization is the fact that the acquiring company can choose the liabilities of the target that it wants to assume. In so doing, the acquiring company is not overwhelmed with the unwanted liabilities of the acquired corporation and does not undergo much struggle in offsetting them. An acquiring company chooses the commitments that it knows it can easily meet and settle. Another advantage is the fact that the

The Evolution of Representations of the 'Libertine' Essay

The Evolution of Representations of the 'Libertine' - Essay Example These issues had largely to do with factors or methodologies for keeping anarchies at bay and holding on to power. Uneasy lay the heads that held the crown. The dark ages did not provide any help by way of alternative means of ruling and administering. Theologians were divided in their loyalty and beliefs. Blind faith, superstition or outright bullying tactics were the order of the day. The mighty monarch ruled with an iron fist till death or till he was deposed or treacherously killed. This lasted until the 14th century A.D. The Renaissance descended like a breath of fresh air everywhere in Europe. The media of books and theatres whetted the appetite of the peasants and royalty alike, but having promised the moon it still left a void in the hearts and minds of both. This was enough for fertile creativity to wind its way through the corridors of subtle extravaganzas prevalent with the royalty in its grotesque mismatches of high-handed aristocracy and ignoble reality of the suffering masses. In the circumstances, what better way to exploit the social anomalies than the dangling of the naughty albeit decent Francois, the poor but enigmatic pcaro, and the sleaze, the intrigue, the portrayal of social and political inequalities and hypocrisies, and the ambiguities of living in a exploitative system and the artistic means of its exposure. The situation was not all that entertaining. The metamorphosis from medieval to modern era claimed its share of intrigue, suspense and bloodshed. If it started with a simple laughter from the pages of Charles Sorel it also revolutionized France with staggering effect. The Renaissance factor Beginning from the 14th century, Europe witnessed an awakening that was to transform the way people thought and worked. Changes were beginning to happen economically, politically, in the field of art and religion, education, and these had their cascading effects on social and familial life. (Renaissance) The nature of transformation was epochal so much so that literature, scientific discoveries and inventions, sea voyages for discovery of new continents and regions, and even exploration of space by rockets became topics of great interest and research. There was a paradigm shift in the way people of all walks of life began to think. They dreamed! New and successful ideas, discoveries and inventions were fodder to their beliefs that nothing was impossible. (From Cyrano to Jean-Luc Picard) It was an awakening of continental proportion that initiated the preference for logic and reason as the ideal means to establish facts and find out truth. It also lent credence to the fundamentals of cause and effect as responsible for events, situations and actions. These concepts dramatically changed the ways of thinking and execution. They equipped science and literature with profound and effective insights and methodologies for developing theories and strategies. The freshness and originality of

The History Of American Football Physical Education Essay

The History Of American Football Physical Education Essay American football  resulted from several major divergences from rugby, most notably the rule changes instituted by  Walter Camp, considered the Father of American Football. Among these important changes were the introduction of the  line of scrimmage  and of  down-and-distancerules.  In the late 19th and early 20th centuries, gameplay developments by college coaches such as  Eddie Cochems,  Amos Alonzo Stagg,  Knute Rockne, and  Glenn Pop Warner  helped take advantage of the newly introduced  forward pass. The popularity of  collegiate football  grew as it became the dominant version of the sport in the United States for the first half of the twentieth century.  Bowl games, a college football tradition, attracted a national audience for collegiate teams. Bolstered by fierce  rivalries, college football still holds widespread appeal in the US. The origin of  professional football  can be traced back to 1892, with  William Pudge Heffelfingers  $500 contract to play in a game for theAllegheny Athletic Association  against the Pittsburgh Athletic Club. In 1920 the American Professional Football Association was formed. This league changed its name to the  National Football League  (NFL) two years later, and eventually became the  major league  of American football. Primarily a sport of Midwestern industrial towns in the United States, professional football eventually became a national phenomenon. Footballs increasing popularity is usually traced to the  1958 NFL Championship Game, a contest that has been dubbed the Greatest Game Ever Played. A rival league to the NFL, the  American Football League  (AFL), began play in 1960; the pressure it put on the senior league led to a  merger  between the two leagues and the creation of the  Super Bowl, which has become the most watched television event in t he United States on an annual basis. First games Although there are mentions of  Native Americans  playing ball games, modern American football has its origins in traditional ball games played at villages and schools in Europe for many centuries before America was settled by Europeans. There are reports of early  settlers  atJamestown, Virginia  playing games with inflated balls in the early 17th century. Early games appear to have had much in common with the traditional mob football played in England, especially on  Shrove Tuesday. The games remained largely unorganized until the 19th century, when  intramural  games of football began to be played on college campuses. Each school played its own variety of football.  Princeton  students played a game called ballown as early as 1820. A  Harvard  tradition known as Bloody Monday began in 1827, which consisted of a mass ballgame between the freshman and sophomore classes.  Dartmouthplayed its own version called Old division football, the rules of which were first published in 1871, though the game dates to at least the 1830s. All of these games, and others, shared certain commonalities. They remained largely mob style games, with huge numbers of players attempting to advance the ball into a goal area, often by any means necessary. Rules were simple and violence and injury were common.  The violence of these mob-style ga mes led to widespread protests and a decision to abandon them.  Yale, under pressure from the city of  New Haven, banned the play of all forms of football in 1860, while Harvard followed suit in 1861. Boston game While the game was being banned in colleges, it was growing in popularity in various  east coast  prep schools. In 1855, manufactured inflatable balls were introduced. These were much more regular in shape than the handmade balls of earlier times, making kicking and carrying easier. Two general types of football had evolved by this time: kicking games and running (or carrying) games. A hybrid of the two, known as the Boston game, was played by a group known as the  Oneida Football Club. The club, considered by some historians as the first formal  football club  in the United States, was formed in 1862 by schoolboys who played the Boston game on  Boston Common. They played mostly between themselves, though they organized a team of non-members to play a game in November 1863, which the Oneidas won easily. The game caught the attention of the press, and the Boston game continued to spread throughout the 1860s. The game began to return to college campuses by the late 1860s. Yale, Princeton,  Rutgers, and  Brown  all began playing kicking games during this time. In 1867, Princeton used rules based on those of the English  Football Association.  A running game, resembling rugby, was taken up by the  Montreal Football Club  in Canada in 1868. Intercollegiate football Rutgers v. Princeton (1869) http://upload.wikimedia.org/wikipedia/en/thumb/2/2f/Firstfootballgame.jpg/200px-Firstfootballgame.jpg On November 6, 1869,  Rutgers University  faced  Princeton University  in a game that is often regarded as the first game of  intercollegiate football.  The game was played at a Rutgers field under Rutgers rules. Two teams of 25 players attempted to score by kicking the ball into the opposing teams goal. Throwing or carrying the ball was not allowed. The first team to reach six goals was declared the winner. Rutgers won by a score of six to four. A rematch was played at Princeton a week later under Princeton rules (one notable difference was the awarding of a free kick to any player that caught the ball on the fly). Princeton won that game by a score of eight to zero.  Columbia  joined the series in 1870, and by 1872 several schools were fielding intercollegiate teams, including  Yale  and  Stevens Institute of Technology. Rules standardization (1873-1880) On October 19, 1873, representatives from Yale, Columbia, Princeton, and Rutgers met at the Fifth Avenue Hotel in  New York City  to codify the first set of intercollegiate football rules. Before this meeting, each school had its own set of rules and games were usually played using the home teams own particular code. At this meeting, a list of rules, based more on soccer than on rugby, was drawn up for intercollegiate football games. Harvard, which played the Boston game, a version of football that allowed carrying, refused to attend this rules conference and continued to play under its own code. While Harvards voluntary absence from the meeting made it hard for them to schedule games against other American universities, it agreed to a challenge to play  McGill University, from  Montreal, in a two-game series. The McGill team traveled to  Cambridge  to meet Harvard. On May 14, 1874, the first game, played under Boston rules, was won by Harvard with a score of 3-0. The next day, the two teams played rugby to a scoreless tie. http://upload.wikimedia.org/wikipedia/commons/thumb/b/b9/1882RutgersFootballTeam.jpg/180px-1882RutgersFootballTeam.jpg The  Rutgers College  football team of 1882, wearing uniforms typical of the period Harvard quickly took a liking to the rugby game, and its use of the  try  which, until that time, was not used in American football. The try would later evolve into the score known as the  touchdown. In late 1874, the Harvard team traveled to Montrà ©al to play McGill in rugby, and won by three tries. A year later, on June 4, 1875, Harvard faced  Tufts University  in the first game between two American colleges played under rules similar to the McGill/Harvard contest, which was won by Tufts 1-0.  The first edition of  The Game-the annual contest between Harvard and Yale-was played on November 13, 1875, under a modified set of rugby rules known as The Concessionary Rules. Yale lost 4-0, but found that it too preferred the rugby style game. Spectators from Princeton carried the game back home, where it also became popular. On November 23, 1876, representatives from Harvard, Yale, Princeton, and Columbia met at the Massasoit House in  Springfield, Massachusetts  to standardize a new code of rules based on the rugby game first introduced to Harvard by McGill University in 1874. The rules were based largely on theRugby Football Unions code from England, though one important difference was the replacement of a kicked goal with a touchdown as the primary means of scoring (a change that would later occur in rugby itself, favoring the  try  as the main scoring event). Three of the schools-Harvard, Columbia, and Princeton-formed the  Intercollegiate Football Association, as a result of the meeting. Yale did not join the group until 1879, because of an early disagreement about the number of players per team. Walter Camp: Father of American football Walter Camp  is widely considered to be the most important figure in the development of American football. http://upload.wikimedia.org/wikipedia/commons/thumb/3/30/Walter_Camp_-_Project_Gutenberg_eText_18048.jpg/180px-Walter_Camp_-_Project_Gutenberg_eText_18048.jpg Walter Camp, the Father of American Football, pictured here in 1878 as the captain of the Yale football team As a youth, he excelled in sports like  track,  baseball, and soccer, and after enrolling at Yale in 1876, he earned varsity honors in every sport the school offered. Camp became a fixture at the Massasoit House conventions where rules were debated and changed. He proposed his first rule change at the first meeting he attended in 1878: a reduction from fifteen players to eleven. The motion was rejected at that time but passed in 1880. The effect was to open up the game and emphasize speed over strength. Camps most famous change, the establishment of the  line of scrimmage  and the  snap  from  center  toquarterback, was also passed in 1880. Originally, the snap was executed with the foot of the center. Later changes made it possible to snap the ball with the hands, either through the air or by a direct hand-to-hand pass. Camps new scrimmage rules revolutionized the game, though not always as intended. Princeton, in particular, used scrimmage play to slow the game, making incremental progress towards the end zone during each  down. Rather than increase scoring, which had been Camps original intent, the rule was exploited to maintain control of the ball for the entire game, resulting in slow, unexciting contests. At the 1882 rules meeting, Camp proposed that a team be required to advance the ball a minimum of five yards within three downs. These down-and-distance rules, combined with the establishment of the line of scrimmage, transformed the game from a variation of rugby or soccer into the distinct sport of American football. Camp was central to several more significant rule changes that came to define American football. In 1881, the field was reduced in size to its modern dimensions of 120 by 53 1/3 yards (109.7 by 48.8 meters). Several times in 1883, Camp tinkered with the scoring rules, finally arriving at four points for a touchdown, two points for  kicks after touchdowns, two points for safeties, and five for  field goals. In 1887, gametime was set at two halves of 45 minutes each. Also in 1887, two paid officials-a  referee  and an  umpire-were mandated for each game. A year later, the rules were changed to allow tackling below the waist, and in 1889, the officials were given whistles and stopwatches. After leaving Yale in 1882, Camp was employed by the New Haven Clock Company until his death in 1925. Though no longer a player, he remained a fixture at annual rules meetings for most of his life, and he personally selected an annual  All-American team  every year from 1898 through 1924. TheWalter Camp Football Foundation  continues to select All-American teams in his honor. Rules Field and players http://upload.wikimedia.org/wikipedia/commons/thumb/c/c5/AmFBfield.svg/250px-AmFBfield.svg.png The numbers on the field indicate the number ofyards  to the nearest end zone. American football is played on a field 360 by 160 feet (109.7 by 48.8 m). The longer boundary lines are  sidelines, while the shorter boundary lines are  end lines. Sidelines and end lines are out of bounds. Near each end of the field is a  goal line; they are 100  yards (91.4  m) apart. A scoring area called an  end zone  extends 10  yards (9.1  m) beyond each goal line to each end line. The end zone includes the goal line but not the end line.  While the playing field is effectively flat, it is common for a field to be built with a slight crown-with the middle of the field higher than the sides-to allow water to drain from the field. Yard lines  cross the field every 5  yards (4.6  m), and are numbered every 10 yards from each goal line to the 50-yard line, or midfield (similar to a typical  rugby league  field). Two rows of short lines, known as inbounds lines or  hash marks, run at 1-yard (91.4  cm) intervals perpendicular to the sidelines near the middle of the field. All plays start with the ball on or between the hash marks. Because of the arrangement of the lines, the field is occasionally referred to as a gridiron. At the back of each end zone are two  goalposts  (also called  uprights) connected by a crossbar 10  feet (3.05  m) from the ground. For high skill levels, the posts are 222  inches (5.64  m) apart. For lower skill levels, these are widened to 280  inches (7.11  m). Each team has 11 players on the field at a time. However, teams may substitute for any or all of their players, if time allows, during the break between plays. As a result, players have very specialized roles, and, sometimes (although rarely) almost all of the (at least) 46 active players on an NFL team will play in any given game. Thus, teams are divided into three separate units: the  offense, the  defense  and the  special teams. Start of halves Similarly to  association football, the game begins with a  coin toss  to determine which team will kick off to begin the game and which goal each team will defend.  The options are presented again to start the second half; the choices for the first half do not automatically determine the start of the second half. The referee conducts the coin toss with the captains (or sometimes coaches) of the opposing teams. The team that wins the coin toss has three options: They may choose whether to kick or receive the opening kickoff. They may choose which goal to defend. They may choose to  defer  the first choice to the other team and have first choice to start the second half. Whatever the first team chooses, the second team has the option on the other choice (for example, if the first team elects to receive at the start of the game, the second team can decide which goal to defend). At the start of the second half, the options to kick, receive, or choose a goal to defend are presented to the captains again. The team which did not choose first to start the first half (or which deferred its privilege to choose first) now gets first choice of options. Game duration A standard football game consists of four 15-minute quarters (12-minute quarters in high-school football and often shorter at lower levels),  with a 12 minute  half-time  intermission after the second quarter.  The clock stops after certain plays; therefore, a game can last considerably longer (often more than three hours in real time), and if a game is broadcast on  television,TV timeouts  are taken at certain intervals of the game to broadcast  commercials  outside of game action. If an NFL game is tied after four quarters, the teams play an additional period lasting up to 15 minutes. In an NFL overtime game, the first team that scores wins, even if the other team does not get a possession; this is referred to as  sudden death. In a regular-season NFL game, if neither team scores in overtime, the game is a tie. In an NFL playoff game, additional overtime periods are played, as needed, to determine a winner. College overtime rules are more complicated and are descr ibed in  Overtime (sport). http://upload.wikimedia.org/wikipedia/commons/thumb/5/5c/NSU_Football.jpg/180px-NSU_Football.jpg A  line of scrimmage  on the 48-yard line. The offense is on the left. http://upload.wikimedia.org/wikipedia/commons/thumb/4/42/Nate_Longshore_prepares_to_pass_at_ASU_at_Cal_2008-10.04.jpg/180px-Nate_Longshore_prepares_to_pass_at_ASU_at_Cal_2008-10.04.jpg A  quarterback  searching for opportunity to throw a pass. http://upload.wikimedia.org/wikipedia/commons/thumb/d/d8/2006_Pro_Bowl_tackle.jpg/180px-2006_Pro_Bowl_tackle.jpg A  running back  being tackled when he tries to run with the ball. http://upload.wikimedia.org/wikipedia/commons/thumb/6/63/Shea_Smith-edit1.jpg/180px-Shea_Smith-edit1.jpg A quarterback preparing to throw a pass. http://upload.wikimedia.org/wikipedia/en/thumb/0/01/Orton_To_Wolfe.jpg/180px-Orton_To_Wolfe.jpg Forward pass in progress, during practice. http://upload.wikimedia.org/wikipedia/commons/thumb/0/0d/Alabama_Field-Goal.JPG/180px-Alabama_Field-Goal.JPG A kicker attempts an extra point. Advancing the ball Advancing the ball in American football resembles the  six-tackle rule  and the  play-the-ball  in  rugby league. The team that takes possession of the ball (the  offense) has four attempts, called  downs, in which to advance the ball at least 10  yards (9.1  m) toward their opponents (the  defenses) end zone. When the offense succeeds in gaining at least 10 yards, it gets a  first down, meaning the team has another set of four downs to gain yet another 10 yards or to score. If the offense fails to gain a first down (10 yards) after 4 downs, the other team gets possession of the ball at the point where the fourth down ended, beginning with their first down to advance the ball in the opposite direction. Except at the beginning of halves and after scores, the ball is always put into play by a  snap. Offensive players line up facing defensive players at theline of scrimmage  (the position on the field where the play begins). One offensive player, the  center, then passes (or snaps) the ball backwards between his legs to a teammate behind him, usually the  quarterback. Players can then advance the ball in two ways: By running with the ball, also known as  rushing. By throwing the ball to a teammate, known as a  forward pass  or as  passing  the football. The forward pass is a key factor distinguishing American and Canadian football from other football sports. The offense can throw the ball forward only once during a down and only from behind the line of scrimmage. The ball can be thrown, pitched, handed-off, or tossed sideways or backwards at any time. A down ends, and the ball becomes dead, after any of the following: The player with the ball is forced to the ground (a  tackle) or has his forward progress halted by members of the other team (as determined by anofficial). A forward pass flies beyond the dimensions of the field (out of bounds) or touches the ground before it is caught. This is known as an  incomplete pass. The ball is returned to the most recent line of scrimmage for the next down. The ball or the player with the ball goes out of bounds. A team scores. Officials blow a whistle to notify players that the down is over. Before each down, each team chooses a  play, or coordinated movements and actions, that the players should follow on a down. Sometimes, downs themselves are referred to as plays. Change of possession The offense maintains possession of the ball unless one of the following things occurs: The team fails to get a first down- i.e., in four downs they fail to move the ball past a line 10 yards ahead of where they got their last first down (it is possible to be downed behind the current line of scrimmage, losing yardage). The defensive team takes over the ball at the spot where the 4th-down play ends. A change of possession in this manner is commonly called a  turnover on downs, but is not credited as a defensive turnover in official statistics. Instead, it goes against the offenses 4th down efficiency percentage. The offense scores a touchdown or field goal. The team that scored then kicks the ball to the other team in a special play called a  kickoff. The offense punts the ball to the defense. A  punt  is a kick in which a player drops the ball and kicks it before it hits the ground. Punts are nearly always made on fourth down (though see  quick kick), when the offensive team does not want to risk giving up the ball to the other team at its current spot on the field (through a failed attempt to make a first down) and feels it is too far from the other teams goal posts to attempt a field goal. A defensive player catches a forward pass. This is called an  interception, and the player who makes the interception can run with the ball until he is tackled, forced out of bounds, or scores. An offensive player drops the ball (a  fumble) and a defensive player picks it up. As with interceptions, a player recovering a fumble can run with the ball until tackled, forced out of bounds, or scores. Backward passes that are not caught do not cause the down to end like incomplete forward passes do; instead the ball is still live as if it had been fumbled. Lost fumbles and interceptions are together known as  turnovers. The offensive team misses a field goal attempt. The defensive team gets the ball at the spot where the previous play began (or, in the NFL, at the spot of the kick). If the unsuccessful kick was attempted from within 20  yards (18.3  m) of the end zone, the other team gets the ball at its own 20 yard line (that is, 20 yards from the end zone). If a field goal is missed or blocked and the ball remains in the field of play, a defensive player may pick up the ball and attempt to advance it. While in his own end zone, an offensive ball carrier is tackled, forced out of bounds, loses the ball out of bounds, or the offense commits certain fouls. This fairly rare occurrence is called a  safety. An offensive ball carrier fumbles the ball forward into the opposing end zone, and then the ball goes out of bounds. This extremely rare occurrence leads to a  touchback, with the ball going over to the opposing team at their 20 yard line (Note that touchbacks during non-offensive speplays, such as punts and kickoffs, are quite common). Scoring A team scores points by the following plays: A  touchdown  (TD) is worth 6 points.  It is scored when a player runs the ball into or catches a pass in his opponents end zone.  A touchdown is analogous to a  try  in rugby. Unlike rugby, a player does not have to touch the ball to the ground to score; a touchdown is scored any time a player has possession of the ball while the ball is on or beyond the opponents goal line (or the plane above it). After a touchdown, the scoring team attempts a  try  (which is also analogous to the  conversion in rugby). The ball is placed at the other teams 3-yard (2.7  m) line (the 2-yard (1.8  m) line in the NFL). The team can attempt to kick it over the crossbar and through the goal posts in the manner of a field goal for 1 point (an  extra point  or  point-after touchdown (PAT)[19]), or run or pass it into the end zone in the manner of a touchdown for 2 points (a  two-point conversion). In college football, if the defense intercepts or recovers a fumble during a one or two point conversion attempt and returns it to the opposing end zone, the defensive team is awarded the two points. A  field goal  (FG) is worth 3 points, and it is scored by kicking the ball over the crossbar and through the goal posts (uprights).  Field goals may be placekicked (kicked when the ball is held vertically against the ground by a teammate) or  drop-kicked  (extremely uncommon in the modern game, with only two successes in sixty-plus years in the NFL). A field goal is usually attempted on fourth down instead of a punt when the ball is close to the opponents goal line, or, when there is little or no time left to otherwise score. A  safety, worth 2 points, is scored by the opposing team when the team in possession at the end of a down is responsible for the ball becoming dead behind its own goal line. For instance, a safety is scored by the defense if an offensive player is tackled, goes out of bounds, or fumbles the ball out of bounds in his own end zone.  Safeties are relatively rare. Note that, though even more rare, the team initially on offense during a down can score a safety if a player of the original defense gains possession of the ball in front of his own goal line and then carries the ball or fumbles it into his own end zone where it becomes dead. However, if the ball becomes dead behind the goal line of the team in possession and its opponent is responsible for the ball being there (for instance, if the defense intercepts a forward pass in its own end zone and the ball becomes dead before the ball is advanced out of the end zone) it is a touchback: no points are scored and the team last in pos session keeps possession with a first down at its own 20 yard line. In amateur football, in the extremely rare instance that a safety is scored on a try, it is worth only 1 point. Kickoffs and free kicks Each half begins with a  kickoff. Teams also kick off after scoring touchdowns and field goals. The ball is kicked using a kicking tee from the teams own 30-yard (27  m) line in the NFL and college football (as of the 2007 season). The other teams kick returner tries to catch the ball and advance it as far as possible. Where he is stopped is the point where the offense will begin its  drive, or series of offensive plays. If the kick returner catches the ball in his own end zone, he can either run with the ball, or elect for a  touchback  by kneeling in the end zone, in which case the receiving team then starts its offensive drive from its own 20 yard line. A touchback also occurs when the kick goes out-of-bounds in the end zone. A kickoff that goes out-of-bounds anywhere other than the end zone before being touched by the receiving team is a foul, and the ball will be placed where it went out of bounds or 30  yards (27  m) from the kickoff spot, depending on which is mo re advantageous to the opposite team.  Unlike with punts, once a kickoff goes 10 yards and the ball has hit the ground, it can be recovered by the kicking team.  A team, especially one who is losing, can try to take advantage of this by attempting an  onside kick. Punts and turnovers in the end zone can also end in a  touchback. After safeties, the team that gave up the points must  free kick  the ball to the other team from its own 20 yard line. Penalties Fouls (a type of rule violation) are punished with  penalties  against the offending team. Most penalties result in moving the football towards the offending teams end zone. If the penalty would move the ball more than half the distance towards the offenders end zone, the penalty becomes half the distance to the goal instead of its normal value. Most penalties result in replaying the down. Some defensive penalties give the offense an automatic first down.  Conversely, some offensive penalties result in loss of a down (loss of the right to repeat the down).  If a penalty gives the offensive team enough yardage to gain a first down, they get a first down, as usual. If a foul occurs during a down, an official throws a yellow  penalty flag  near the spot of the foul. When the down ends, the team that did not commit the foul has the option of accepting the penalty, or declining the penalty and accepting the result of the down. Variations Variations on these basic rules exist, particularly  touch  and  flag football, which are designed as non-contact or limited-contact alternatives to the relative  violence  of regular American football. In touch and flag football, tackling is not permitted. Offensive players are tackled when a defender tags them or removes a flag from their body, respectively. Both of these varieties are played mainly in informal settings such as  intramural  or youth games. Another variation is wrap, where a player is tackled when another player wraps his arms around the ball carrier. Professional, intercollegiate, and varsity-level high school football invariably use the standard tackling rules. Another variation is with the number of players on the field. In sparsely populated areas, it is not uncommon to find high school football teams playing  nine-man football,  eight-man footballor  six-man football. Players often play on offense as well as defense. The  Arena Football League  is a league that plays eight-man football, but also plays indoors and on a much smaller playing surface with rule changes to encourage a much more offensive game. Another variation often played by American children is called Catch and Run. In this game, the children split into two teams and line up at opposite sides of the playing field. One side throws the ball to the other side. If the opposing team catches the ball, that player tries to run to the throwing teams touchdown without being tagged/tackled. If no one catches the ball or if the player is tagged/tackled, then that team has to throw the ball to the opposing team. This repeats until the game (or recess period) is deemed over.

Post-traumatic Stress Disorder :: Post-traumatic stress disorder, PTSD

  Ã‚  Ã‚  Ã‚  Ã‚  Post-Traumatic Stress Disorder is a condition from which nearly 10% of Americans suffer. It, unlike other afflictions, is associated with a wide variety of circumstances. Many war veterans suffer from Posttraumatic Stress Disorder. However, a new group of people are quickly emerging as common suffers of Posttraumatic Stress Disorder-sexually abused children. Posttraumatic Stress Disorder is a prevalent problem associated with children who are victims of sexual assault.   Ã‚  Ã‚  Ã‚  Ã‚  Posttraumatic Stress Disorder is classified as an anxiety disorder under the Diagnostic and Statistical Manual of Disorders (DSM-III). The diagnoses for Posttraumatic Stress Disorder was not formally diagnosed as part of DSM-III until 1980. According to Famolaro, "the diagnoses of Posttraumatic Stress Disorder requires: (a) experience of a significant traumatic events; (b) re- experiencing of the trauma in one of several different thought, emotional, or behavioral forms; (d) persistent symptoms of increased arousal, Particularly when exposedto stimuli concretely or symbolically reminiscent of the trauma; (e) symptoms lasting at least one month. (Famolaro, Maternal and Child Posttraumatic... 28)".   Ã‚  Ã‚  Ã‚  Ã‚  Children are now becoming realized as significant sufferers of Posttraumatic Stress Disorder. Posttraumatic Stress Disorder is particularly bad for children under the age of 11, because they lack many of the skills needed to protect themselves. Furthermore, this vulnerability is enhanced when the child is exposed to any maltreatment. According to recent studies, "Posttraumatic Stress Disorder is a common sequella of severe or chronic maltreatment of children, particularly among sexually maltreated children ( Famularo, Symptom Differences... 28)". Posttraumatic Stress Disorder can be caused if the child is exposed to just one traumatic episode (rape, witnessing a violent crime, physical abuse); However, the child will become more susceptible to Posttraumatic Stress Disorder if the maltreatment continues. Moreover, a child is most likely to suffer from symptoms associated with Posttraumatic Stress Disorder when sexual assault is involved(28).   Ã‚  Ã‚  Ã‚  Ã‚  Because children have not yet developed cognitively emotionally and are very immature, they are likely candidates to develop symptoms related to Posttraumatic Stress Disorder. As a child matures he/she becomes better equipped to deal with and prevent contributing factors to the eventual suffering from Posttraumatic Stress Disorder. Up to age two, young children can recreate stressful events and even imagine such events recurring; However, the mind is not developed enough to identify, anticipate, or prevent future traumatic occurrences. At age three, children cannot, "distance themselves, in time, appreciate roles and differences in behavior, access situation, or adopt nonegocentric causality (Saigh 189)". This flaw opens them up to the impact of trauma because the child cannot anticipate and protect themselves. By age four, children have the ability to protect themselves by avoiding traumatic encounters. They also have the ability to suppress their anxiety when it becomes difficult

Motivation & Leadership Journal Assignment

Journal Assignment What kind of work do you do? Subject is part owner to a computer T1/T2 provider. How long have you been doing it? Subject has being working there for 17 years. Can you describe a typical work day? Subject states that she is on the board and that she overlooks board’s requirements, check incoming and outgoing contracts, mediator, and she sets up all the rules and regulations for the cooperation. Why did you end up doing this work? What kind of person often does this sort of work? (And would they consider themselves typical? Subject stated that she wanted to do this because she wanted to start her own business so that they could help financially stabilize friends, family members, and partners. The sort of person who often does this sort of work is an A typical person who is controlling and strives to have more out of life than what is typical. What do you like about this work? Subject states that she likes the diversity which is incorporated through dealing wi th other companies and also the staff at the company. What is difficult about this work?The difficulty is how people bond to easily which brings their personal life into their work life and how they are not able to separate friendship and work relationship. This open doors to issues like sexual harassment, misconduct, and theft. How do (customers, others in the company†¦ ) treat you? What do they think about the job you do? [Adapt this question to fit your particular interview–try to get at how they think they are treated based on their work. ] Subject states that others are afraid of her and extremely intimidated. Subject states that they do not want the job that she does but they enjoy working for the company.How does being a (fill in the blank with a salient cultural category: man, older person, African-American, 20-something, etc. ) play into the work you do? Subject states that initially there were barrier because of the stuffy suits that could not with having a wom an in charge. There was open defiance, rudeness, and vulgarity. Subject states that she fired member’s board due to their insubordination. Has this work changed the way you think about yourself, about the world? Subject states that she has the ability to separate her work life and personal life.Subject states that she is now a cold, calculating, malicious, and deviant individual due to the desire to have more money and more business for the company as whole. Subject states that personally she is a caring, loving individual but as far as the world goes she believes that there are too many lazy individuals that don’t want to take responsibility for ensuring that task are completed. Subject feels that everyone wants a handout and does not want to earn their livelihood. What are some cultural values that are important to you (can be family, work, or interpersonal)?Do you think these are similar to or different from mainstream American culture? Please explain your ideas. Su bject states that the business world is so much more complicated and unsympathetic to race, religion, politics, and sexuality. Subject states that they really don’t care about cultural values as long as you can perform your job. She also stated that in the business world they are aesthetic creatures who use whatever means necessary to get to the next level. She believes that this is very different from mainstream American culture, almost to the point of being anti-social.What do you like best about American culture? What do you like least? (Even if the person is American, they will have an opinion about this question that gives you some insight about how they view things from their perspective. ) Subjects like the fact that the American culture has a huge melting pot of candidates who are brilliant and talented in the profession that they choose. Due to this fact when the company is in need of candidates with a specific talent it is easier to find a candidate who fits the mol d for that position. AnalysisThink about your interview, the person, and their work. Please consider these questions as you write your journal assignment: What aspects of this person's work determine or indicate their status relative to others? The subjects work environment is one which a wealth of knowledge is extremely necessary in order to be successful. The subject is in the process of completing 4 doctorate degrees. Due to the fact that she is head of the board of directors she is looked up to by her subordinates and is expected to be knowledgeable in all areas of the company.She is a bit anti-social yet still remains professional and approachable to the lowest ranking individual at the company. What are some of the connections between this person's work experience and gender, race, age, and /or ethnicity (etc. )? The actual subject was of Cherokee Indian heritage and this heritage seemed to be at the center of how the subject intertwines her work and still remains true to her culture and tribe. Most of the subject’s knowledge is in large part of how she was raised on the reservation coupled with her age which helps to emphasize the important of maturity when making sound decisions.What kinds of attitudes, values, and behaviors does this person's work culture encourage? The attitudes, values, and behaviors that are displayed at their work culture is that of an air of self-motivation. The individual employee is held accountable for their own success or failure. Excuses are unacceptable. Their also seems to be a nonchalant attitude about their employees values. From what I gleaned from the interview what you believe in does not matter to the employee as long as you are doing your job to the best of your ability.What attitudes and values, held by this person, were similar to your own, and which were different? The attitudes and values of the subject were much in line with mine. The subject believes in receiving reward for hard work done and if you do not do the work you do not receive compensation. I did not like the fact that the subject refused to consider the cultural needs of the employee. I believe this may cause problems for them later on down the line. From this interview, what can give us insight into communicating across cultures or across work cultures?In my opinion communicating across cultures or work cultures takes a combined effort. Everyone in the company has to be open to the idea of using their talents which may have manifested due to elements from that individuals culture. Communication is not a one-sided instrument. In order for it to be effective the employer has to take steps to ensure that there are open lines of communication no matter what an employee’s background may be. In the end I believe that organizations only conform to the idea of culture because they are forced to.

ENGLISH ESSAY WRITING for Students

ENGLISH ESSAY WRITING for Students Students often receive assignments to do creative writing. Majority of our clients feel insecure about their creative writing skills. It is easy to get off track and jump from one topic to another. For that matter a strong English essay writing structure must be applied. All creative writings start with an idea. If you don’t know what to write about, do a list of ideas and see which one you feel most passionate about. Do a thorough research on a topic. Do you best to find all most interesting topic details to make your writing more exciting and bright for reader. Other way to go is to trust your writing to the hands of the professional writer. Find an online writing service you can trust and then place an order. If you have questions, talk to the Customer Support representative who work around the clock and she will address your issue. After the order placement, you can always message the writer directly to monitor the writing process. Also, you can request a draft to be written within 48 hours. Put your draft request directly into the order instructions.

11 Easy Steps for How to Draw a Dog

Easy Steps for How to Draw a Dog SAT / ACT Prep Online Guides and Tips Dogs are cute! Who hasn’t taken a moment to doodle their favorite pooch on the side of their paper before? But like many animals, dogs can be hard to draw well, especially from memory. If you are trying to up your drawing skill, this guide for how to draw a dog is for you! We’ll cover all the basics of learning to draw animals and dogs in particular, and walk you through drawing a dog step by step. 4 General Tips for Drawing Dogs and Animals Drawing animals can be really challenging! Living creatures are often harder to draw than static objects, as you want your animal drawings to be full of life. Here’s a few tips to get you started! Use References It might feel like cheating to use a reference, but it’s a-OK. Professional artists use references all the time to help their artwork feel more realistic. A reference photo will help you see what a dog looks like without trying to make a real dog sit still the entire time you’re working. There are so many kinds of dogs that it’s practically impossible to remember how to draw all of them. Even if they have similar skeletal structures (which isn’t always the case), their fur texture, eye shape, and size can vary pretty widely. You can take your own reference photos or use ones you find in books or online to help you get the details right. Study Anatomy You don’t have to go to veterinary school, but spending some time looking at animal anatomy will help you better understand how an animal sits, stands, and moves. Pay particular attention to the location of the spine, as this will help you figure out how the animal is shaped. When you know that, you’ll have an easier time positioning the head, legs, and tails appropriately. You can also get a better handle on their muscle structure, which is particularly helpful when drawing animals with short fur and pronounced muscles. Though you don’t need to replicate every detail in your drawing, understanding how an animal’s body works can make your drawings feel more lifelike, even in a cartoony style. Start With Simple Shapes Even complicated drawings are based on simple shapes. A light underdrawing that consists primarily of primary shapes is a great foundation for more detailed drawings; you can build on the basic shapes to help your drawing feel lifelike. Look at an animal’s anatomy and imagine it as several connected shapes. You might see a large oval for the ribcage and a rounded rectangle for the head, or an almost kidney bean-like shape for an animal’s leg. These are just guidelines- they’ll need refinement to really work in a drawing, but using these shapes to guide your work will help you stay on track as you’re drawing. Draw Lightly It takes time and effort to draw well. Start off with light pencil for sketching, and don’t be afraid to erase and try again. As you progress through the drawing process, you can erase your guidelines and draw in heavier pencil. This helps keep you on target and gets rid of the unnecessary lines. When you’re ready, you can go back over your drawing in ink or marker, and erase the pencil marks entirely. That ensures that only the lines you want are visible! This also works for digital illustration. Using layers in illustration programs, you can have underdrawings and layers of increasing detail, which can be turned off when you no longer need them. With practice, you'll soon be doing way better than this. How to Draw a Dog: The Simple Method Even when you’re drawing a simple dog, it’s smart to have an understanding of basic dog anatomy. It might sound silly or unnecessary, but even cartoony drawings need to be based in reality to look right. As mentioned above, take some time to look at dog anatomy and learn the basic shapes that make a dog up to help you make even a simple dog look great! Because there are so many kinds of dogs, we can’t provide a tutorial for how to draw all of them. Instead, here’s a simple guide for drawing a sitting dog that can be adjusted depending on what kind of dog you’re drawing. A modest beginning. Sketch the Muzzle All you need is an oval to start with. Don’t get caught up in making it look perfect- you can make adjustments to it later. Also, don’t worry about details. Just get a circle down and we’ll add to it later, once we have the body done. It doesn't look like much yet... Draw the Head Sketch the shape of the head around the oval you’ve drawn for the muzzle. Again, it doesn’t have to be perfect, because you can change it at any time. You can change the shape depending on how you want your dog to look. Some dogs have very round heads while others are more angular, but having the head oval in place gives you a structure to work around. Looking a bit more like a dog now. Add a Nose Dog noses are unusually shaped. They actually look a bit like mushroom slices, with an exaggerated flare at the bottom. You can start by drawing a sort of rounded triangle, then adding the nostrils to flesh it out. A simple nose or a detailed one can be equally effective depending on how detailed your drawing is. Making progress... Add Ears A dog’s ears can be a great source of expression! Depending on what kind of dog you’re drawing, the ears may be floppy, upright, or even cropped. Start with the basic shape and tweak it from there. Eyes make a big difference. Add Eyes Let’s keep it simple here- eyes are tricky to draw well! Two little ovals will do the job for now, so if we’re doing a simple cartoony drawing, we don’t have to get very detailed. You can add eyebrows to give your dog more of an expression. Dogs don’t have eyebrows exactly like we do, but some have eyebrow-like markings just above their eyes. Feel free to use your imagination! Okay, it's definitely a dog now. Add a Mouth Dogs have two rounded shapes beneath their noses that often turn upwards, making it look as though they’re smiling. You can draw these shapes as rounded ovals to make the dog look happier, or make them more angular and pointed downward to make your dog look more serious. In combination with the ears, the dog’s mouth is the best way to convey emotion. The egg-shaped body feels like a bit of a step backward. Add a Body The body looks a bit like an egg, with the top hidden behind the dog’s head. Again, draw it lightly and go over it later to add more detail. These legs leave something to be desired. Add Front Legs Draw two straight lines and add a little oval at the end for the paw. You can embellish these with spots or fur, but the basic shape is just two sets of two lines with a little oval at the end. I wanted a husky-like tail, even if it looks a bit like a banana right now. Add a Tail What kind of tail a dog has depends on its breed. You can draw a skinny tail, a fluffy one, or no tail at all depending on what kind of dog you’re drawing. These legs are a little on the abstract side. Add Back Legs Back legs are a little more difficult to visualize, but think back to the anatomy of a dog. The dog’s thigh is kind of like a tilted oval, and the foot and lower leg are like an elongated, squashed oval. All these are just sketch lines, so if they look a little funky now, that’s okay- you can fix them up with detail later on. Details and ink definitely help the doggy appearance. Add Details and Finish Up Now that you have the basic structure of your dog, you can touch things up with detail, erase all your sketch lines, and outline in ink. Some things to add to make your dog look more lifelike and cute are color, fur textures, and whiskers. Take a look at real dogs and see the features that make them unique, then make adjustments to yours to make it look special, too! How to Draw a Dog: The Detailed Method Drawing a detailed dog is a lot like drawing a simple dog, though it will likely take you more time and effort. Again, understand the simple shapes that make up a dog. Look at skeletal structure and muscle groups to help you understand what they look like under all that fur, as those are the features you’ll start with before you add more detail. First and foremost: start simple. It’s easier to draw a familiar yellow lab than it is to draw something more complex, like a Puli. That goes for shapes, too. Underdrawing is even more important when drawing detailed dogs than it is for simple dogs, even if you feel like you’re erasing most of the work. And erasing is a big part of drawing detailed dogs. You probably won’t get it perfect the first time, but that’s okay! The dog up above was my first attempt, and if I continued to practice I would get better. Erase and try again and again. You might not notice your skill improving, but every drawing you do brings you closer to the artist you want to be. This beautiful dog is going to be our reference photo. Start With a Reference You can use your own photo or one you find online, but add your own embellishments and tweaks to really make it your own. You don’t need to trace, though you can if you’re just starting out and want to get a better grasp on what dogs look like. It’s not wrong to learn by tracing, but it’s a good idea to use those drawings as practice unless you took the photo yourself. Many artists take their own reference photos. If you can’t, you can use one you find online, but aim to make your drawing substantially different from the reference if you plan to use the picture for something other than practice. Starting with a reference photo lets you work off of an existing image, which can help your drawing be more accurate. Use what you know of skeletal structure so you can better draw the shapes that make up a dog. Not very impressive. Outline Shapes Naturally, dogs are made up of many complex parts. But when you’re starting your drawing, just focus on the basics- the shapes that make up the basic form of a dog. If you were to just imagine a dog’s silhouette, you might see a rounded rectangle for the head, a large oval of the chest, and another oval for the hindquarters. Start with a line to keep the body parts aligned. The line can be straight or slightly curved, depending on what position you’ll draw the dog in. Then draw the basic shapes at their appropriate places, centering them on the line. After some redrawing, we have the basic form of the dog in our photo. Outline Shapes for Larger Features Now that you have the basic dog shape down, you can add just a little more detail. Focus on drawing the larger features of a dog- the snout, feet, and legs. Again, draw shapes rather than detailed features, as you’ll add all the little stuff later. Fill in the places where those features meet the body, and connect the larger sections of the body together. You’ll flesh all of this out later on; for now, you just want it to look like the basic silhouette of a dog, not something instantly recognizable as whatever breed of dog you’re trying to draw. This dog is more muscular than furry, so I focused on the muscles. Add Body Contour Now’s the time to start getting into detail, mostly in the body. Add some rough structure to the body, such as muscle definition for short-haired dogs or fur outlines for long-haired dogs. Look at where the breed is thicker or thinner, and emphasize those areas of the body. Look at where fur gathers on images of the type of dog you’re drawing, and also where muscles are more visible. Those are the areas to emphasize here, but, as always, don’t get too invested in details yet. Also take a moment to draw the legs and feet in more detail. Add toes and fur, if necessary, so you have a clearer picture of what the final dog will look like. Hey, that's a dog! Erase Unnecessary Lines Get rid of the guidelines you used, as from now on you’ll mostly be fleshing out details and shading. You’ve spent enough time on the basic shape, adding some fur and details, that you no longer need your initial shapes and guidelines. Now’s the time to add basic outlines for the dog’s ears, eyes, nose, and snout details. Get their placement and shape right, and be sure they look similar to those in your reference photo. This will probably take some time. Don’t get frustrated if you have to draw and redraw these features several times- these are details that are important to get right, but that can be quite tricky to execute well. You might have to do a lot of practice, but it’ll be worth it in the end! Add Fur Texture Now you can add fur and fluff to the details you added in the last step. Add a little fur to the ears or little tufts on the legs. If you’re not drawing a particularly shaggy dog, add more muscle definition. Use shading to emphasize where the dog’s muscles would show, and sketch out areas where the dog is more muscular to make it look more realistic. Just as you’ve done throughout the drawing, start with general details before you get into the smaller ones. Go for general fur shape, then add fuzzier patches. Get the general body shape and muscle structure done, then add muscles that are in use given your reference photo’s pose. It's not perfect, but that just means it's time to practice! Finishing Touches You’re almost done! Take some time to add additional details to things like the dog’s nose and eyes, and add teeth or a tongue depending on whether the dog’s mouth is open. You can also add spots or other color patterns if your dog has them. Just shading will accomplish this, or you can use full color to give your picture even more pop. However, it is possible to get too detailed. Some artists draw intensely detailed images while others are a little more sparing. Both are great art styles, so don’t feel like adding tons of detail is the only way to make your art look realistic and interesting! Additional Tips for Drawing Dogs Once you've got the basics down, drawing a dog is a matter of practice. Keep trying to improve, even when it feels like your skill isn’t getting better. But if you need some additional help in drawing certain parts or certain kinds of dogs, consider these tips! How To Draw a Dog’s Face Drawing a dog’s face can be particularly tricky- we want our drawing’s faces to be as expressive and cute as real dogs. Understanding what a dog’s skull is like is a great first step, as you’ll be able to see what parts move, what parts don’t, and where important features like the ears and eyes sit. Outline the basic shape before adding features. You can block them in using lines to be sure that they’re all aligned properly. As with the rest of the dog, start with the broader details and then fill in the specific ones. Start with the shape of the eyes, for example, and refine them until they look right. Then add the iris and pupils as well as surrounding fur. You can always make changes, but it’s easier to start with the larger details and fill in the specific ones than end up having the erase everything because you can’t get the shape to look right after you’ve drawn the details. How to Draw a Puppy Puppies are a lot more than miniature dogs- they have different features, which means there are special considerations to keep in mind when drawing them as opposed to adult dogs. For one, puppies often have proportionally larger paws than adult dogs. Drawing the paws a bit larger is a good way to clue people into the fact that you’re drawing a puppy! Puppies are also generally a little chubbier, with more rounded bodies. Though some might be a little muscular, for the most part puppies will be more rounded- combined with other puppy features like larger paws, a rounded body can make a dog look younger. Some breeds also have gangly legs, especially as they begin to grow into adolescents. A few adult breeds, such as borzois and greyhounds, may look gangly as adults, but many dogs get that same look as they’re growing up. It’s okay to make your puppy drawings look a little awkward- it’s true to life! Another good detail for puppies is that their eyes often look proportionally larger than those of adult dogs. This is a common feature of baby animals, and it’s part of the reason that people love them so much. A large head, round eyes, and smaller nose and mouth remind us a lot of human babies, so use those features to make your puppy drawings look even cuter! What’s Next? Don't be afraid to experiment with different styles when drawing dogs. Check out this guide to how to do contour line art and try out a whole new art direction! Not sure what to draw now that you've mastered dogs? This list of 100 different drawing ideas is sure to help. Drawing is a great hobby, but it can also make you money. Check out this list of art scholarships to help you turn your skills into cash for college! Have friends who also need help with test prep? Share this article! Tweet Melissa Brinks About the Author Melissa Brinks graduated from the University of Washington in 2014 with a Bachelor's in English with a creative writing emphasis. She has spent several years tutoring K-12 students in many subjects, including in SAT prep, to help them prepare for their college education. 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